Ross Woods, 2012, rev. 2021, adapted from Community Services Training Package
This chart was first developed for childcare workers. It might not always be suitable for other purposes.
| Babies | Toddlers | 3 to 5 year olds | 6 to 12 year olds | |
|---|---|---|---|---|
| Methods to promote positive behaviour |
• Smiles • Attention • Distraction |
• Choice of favourite activity • Praise, encouragement • Anticipating trouble and redirecting or distracting child |
• Choice of favourite activity • Praise, encouragement • Anticipating trouble and redirecting or distracting child |
• Non-verbal communication appropriate to age and peer group • Talking about feelings • Modelling |
| Ways of applying guidelines and limits to behaviour |
• Saying 'no' and using the child's name e.g. 'James, no' with use of appropriate facial expressions and tone of voice • Remove child from problem/ trouble • Distract to another activity |
• Patiently respond, provide a consistent message • Acknowledge feelings • Provide appropriate activities to release feelings • Explain reason for limit to child in simple terms |
• Communicate the guidelines of the service clearly • Provide a consistent message • Acknowledge feelings • Provide appropriate activities to release feelings |
• Discuss with children e.g. About the reason the guideline is required • Involve children in establishing guidelines • Give written guidelines to children • Periodically review guidelines |
| Positive communication with children |
• Worker responds to non-verbal cues and decides whether a response is required • Initiation or reflection of babbling and cooing • Responds to crying in ways that meets the babies need |
• Worker responds to non-verbal cues and decides whether a response is required • Initiation or reflection of babbling and cooing • Responds to crying in ways that meets the babies need |
• Conversations during routines and experiences |
• Interactions are more reciprocal • Communication focuses on events that are important • Interactions are often informal in nature |
| The way to demonstrate positive and realistic expectations of children's behaviour |
• Smiling • Clapping verbal and non-verbal approval |
• Modelling • Repetition of guidance for appropriate behaviour e.g. 'we walk inside' • Talking about appropriate behaviour |
Explain the reasons for guidelines |
Involve children in establishing guidelines Communicate guidelines to: • Children, especially those new to the service • Parents • Potential users of the service • Relief or other staff |
Ways of fostering the development of self-help skills |
• Encourage responding to matching while dressing/undressing e.g. arm to sleeve • Through care routines and daily experiences |
• Provide enough time e.g. Undressing before rest • Encourage efforts • Children may choose from a range of clothes • Give support when necessary • Encourage all attempts at self help |
• Give children opportunities to learn to fasten their shoes • Store clothes so that they are accessible to children • Store personal belongings accessibly |
• Explanation • Demonstration • Debate and discussion • Participate jointly in task • Use written instructions |
| Ways of facilitating play |
• Flexible routines to allow for the needs of individuals to be met • Gentle handling, eye contact and appropriate sensory experiences to develop security and trust • Safe environment to explore |
• The day is structured and routines are established • Blocks of time are available for exploring and experimenting with the materials • Caregivers introduce new and different experiences to children • Extend play by introducing new materials or resources or suggesting alternative ways to use the materials • Caregivers give children time to develop their ideas • Transition from one activity to another is smooth • Worker modelling play and use of equipment |
• Care giver's interactions provide a positive role model for children • An environment is maintained that respects individual and group needs • Children are aware of the limits that are applied consistently • Children's feelings are acknowledged and respected by caregivers and children |
• Participation with children • Materials are suggested or alternatives uses of equipment/materials are suggested • Cycling • A variety of indoor and outdoor activities for all ages |
| Creative and challenging experiences |
• Selection of toys, different textures, colours and size are selected • Toys are large (cannot be swallowed) and have no sharp edges, and easily washed/cleaned • Different types of experiences are used e.g. Water play, sand play, outdoors time |
• Experiences can include indoor and outdoor experiences • Experiences reflect a toddler's interest in the world around them, and the desire to explore it, feel it, see it and touch it e.g. Nature walk to look at leaves, collect them • Experiences reflect a toddler's growing mastery of their own body e.g. Small slippery dips are used, outdoor area can be a little more involved |
• Experiences can include cooking, sewing, carpentry, washing • Experiences can be more varied and complicated, and reflect a child's developing cognitive and physical abilities • Choice not to participate is respected and alternative activity is negotiated |
• Experience planned may include specific suggestions of children themselves • Development of hobbies • Self selected peer groups • Individual, small group and larger group experiences • Choice not to participate is respected and alternative activity is negotiated |